1. Every teacher is required to manage student data in some way. While word processing software can streamline the creation and management of text documents, a spreadsheet offers advantages over word processors that should not be overlooked.
2. Spreadsheets give professionals the tools they need to manage critical data and get the most out of their information.
3. People often think of spreadsheets only in the financial context, creating budgets, reposting data calculations, but for the educator there are an unlimited number of potential uses for spreadsheets.
   Appendix A: Ideas of Uses of Spreadsheets at:
   http://www.soita.org/Excel_Module/Appendix_A.pdf
   contains a list of spreadsheet suggestions for educators.

How research supports this module?

Battista and Borrow. (2000). Using spreadsheets to promote algebraic thinking. Computers in Education 00-01. Sluice Dock, Guilford, CT: Dushkin/McGraw-Hill.

This article provides a number of examples of how spreadsheets can be used to promote understanding of math concepts. The authors state: "These activities encourage the formation of the abstractions and related mental operations that are a necessary part of a meaningful algebraic thinking."

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

Participants who successfully complete this skill module will be exposed to:

• ISTE Standard III. Teaching, Learning, and the Curriculum (C,D)
• ISTE Standard VI. Social, Ethical, Legal, and Human Issues (C)

1. Identify the hardware and software components of the spreadsheet.
2. Perform the basic functions of the spreadsheet.
3. Create a basic spreadsheet by entering text, values, and formulas.
4. Create formulas by using Excel's built-in functions.
5. Move and copy data by using shortcut menus, drag-and-drop editing, and toolbar buttons.
6. Change the appearance of the worksheet data by using a variety of formatting techniques.
7. Prepare a document for printing by using spell check, and a variety of printing options.
8. Discuss the advantages and the unlimited number of potential usees of spreadsheets.
9. Model safe and responsible use of spreadsheets in a variety of subject areas.

Appendix B, the pre-assessment for this module is located at:
http://www.soita.org/Excel_Module/Appendix_B.pdf

Appendix C, the post-assessment for this module is located at:
http://www.soita.org/Excel_Module/Appendix_C.pdf

The Excel skill module participant must feel comfortable using the mouse and have a general knowledge of File Management as in class lists, grade sheets, class schedules, inventory sheets and other classroom management lists.

Instructor and participants will need the entire Excel skill module.

• Computers
• Printer
• Large Monitor or Data Projector.
• Internet Access
• Excel software installed

Instructor will have participants follow step-by-step instructions. These notes are part of the tutorial located at:
http://www.soita.org/Excel_Module/Tutorial.pdf

Activities, Tasks, and Assignments:
This tutorial should be printed and copied for participants to follow as they are working through the module.
The tutorial is located at:
http://www.soita.org/Excel_Module/Tutorial.pdf

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

1. Learning Experiences and Strategies
   While spreadsheets are useful tools for teachers, they are also very useful for students.
   • Using spreadsheets and formulas to create Magic Squares helps students develop mathematical concepts they do not develop by simply completing worksheets.
   • Students can use spreadsheets to develop real budgets for their allowances or imaginary budgets for income and expenditures.
   • Students can use spreadsheets to track assignments and maintain class schedules.
   • Spreadsheets can be used to track caloric intake and output in a diet and exercise regime.
   Have participants brainstorm additional possiblities for integrating spreadsheet use with their curriculum.
2. Resources and equipment
   In order to use spreadsheets as an instructional tool, students will need access to computers with a spreadsheet application. They will also need a means of saving and retrieving their work and a printer to print it out.
3. Classroom Management Issues
   To access students' knowledge and skill in using a spreadsheet, the teacher will need to check their work on the computer until students are accustomed to inputting formulas and functions. Initially, some students may take the supposed shortcut of doing the calculations on a calculator and then entering the results. This indicates a lack of understanding of the functions of the spreadsheet.

   For one- or few-computer classroom management ideas, see:

   • Managing Students with Computers: Best Practice (National Teacher Training Institute)

     http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/practice.html

   • But I Don't Have a Computer Lab! Using One Computer in the Classroom
     http://www.serve.org/seir-tec/present/onecomptr.html
     world.com/a_tech/tech092.shtml
   • Best Practice: Facilitating Cooperative Groups at the Computer
     http://www.ataccess.org/resources/atk12/bp/cooperative.html
   • That's Not a Drinking Fountain or How to Survive in a One Computer Classroom
     http://www.ncrtec.org/tl/digi/onecomp/index.html
4. Assessment/Evaluation Strategies
   A major concern in evaluating spreadsheets is evaluating the cause of errors. The focus should be on the formula or function and not on the results. This is a good place for students to develop estimation skills - the ability to determine if a result is reasonable.

   For rubric and other assessment methods for students' spreadsheet use, see:

   • University of Wisconsin-Stout
     http://www.uwstout.edu/soe/profdev/rubrics.shtml
     Provides links to rubrics for: cooperative learning; report; oral presentation; e-Portfolio/Project/Multimedia/Web Page. Includes links to:
     Create a Rubric; Readings about Authentic Assessment.
   • From Now On (fno.org) Subject Index links to assessment sites
     http://www.fno.org/fnoindex.html
   • Kathy Schrock's Helpers: Assessment & Rubric Information
     http://school.discovery.com/schrockguide/assess.html
5. Student Assessment
   As grade books are specialized spreadsheets, most teachers are already using grade books to maintain student grades. The advantage of a grade book over a regular spreadsheet application is the ease with which student names can be entered and the ease of weighting grades for different activities.

   Microsoft's education website provides links to teacher resources. See Template Gallery for Teachers at
   http://search.officeupdate.microsoft.com/TemplateGallery/ct149.asp

6. Legal and Ethical Issues
   If students are using an application in school, many will want to copy their data so they can use the same application at home. Students should be taught the proper way to transfer data from school to home and back again. This provides an excellent opportunity to discuss legal issues such as copyright.

   For more information on legal and ethical issues when using technology in the classroom, visit:

   • Resources for teaching information technology ethics to children and young adults
     http://www.doug-johnson.com/ethics/index.html
   • The Educator's Guide to Copyright and Fair Use
     http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
   • Before You Post Your Work?Do you need permission?
     http://www.ncsu.edu/midlink/posting.html
   • U.S. Copyright Office
     http://www.copyright.gov/
7. Health and Safety Issues
   The primary health and safety issues involved in using spreadsheets are issues of ergonomics and time. Is the student sitting at the correct height to use the computer? Is the lighting adequate? Is the student spending too much time on the computer?

   For additional information on ergonomics, see:

   • Computer Ergonomics for Elementary School
     http://www.orosha.org/cergos/
   • CUErgo: Cornell University Ergonomics Web Site
     http://ergo.human.cornell.edu/
8. Supporting Research
   Main School Administrative District #28. (n.d.). Skills assessment findings. Curriculum Preview. Retrieved July 19, 2003, from http://www.sad28.k12.me.us/TechPlan/MSAD28/findings.htm

   In the section "Technology use in the classroom: status report," the authors list the following skills for spreadsheets: "Student skills in use of spreadsheets include using special spreadsheet vocabulary, creating a new spreadsheet, accessing existing spreadsheets, understanding the concept and structure of spreadsheets, creating graphs from data, printing selected data/charts from a spreadsheet, and using spreadsheet formulas and function."

   Battista and Borrow. (2000). Using spreadsheets to promote algebraic thinking. Computers in Education 00-01. Sluice Dock, Guilford, CT: Dushkin/McGraw-Hill.

   This article provides a number of examples of how spreadsheets can be used to promote understanding of math concepts. The authors state: "These activities encourage the formation of the abstractions and related mental operations that are a necessary part of a meaningful algebraic thinking."

   Suggestions for extended uses of Excel can be found in Appendix A located at:
   http://www.soita.org/Excel_Module/Appendix_A.pdf

   See also:
   Bulion, L. (2001). EXCEL-lent middle school math lessons! Education World. Retrieved June 16, 2003, from http://www.education-world.com/a-tech/tech079.shtml

9. Diverse Learning Needs
   Teachers should consider the physical, sensory and cognitive needs of their students when using this technology. To enter information in a spreadsheet, students need to be able to access the computer via a keyboard. If a student cannot use the regular keyboard, an alternate means should be provided (alternate keyboard with macros for mouse functions, onscreen keyboard and appropriate pointing device, etc.) Students with visual impairments may require screen magnification or a screen reading software program. Careful evaluation of the student?s ability to use this type of software should be conducted. Students with cognitive deficits may need support in locating spreadsheet features; templates with functions already in place may be necessary.
10. Learner-Centered Strategies
    Spreadsheets can represent data visually and illustrate what happens when data is manipulated. Many students, including those with language impairments or visual strengths, benefit from visual strategies such as this.

Professional Learning Extensions at http://www.soita.org/Excel_Module/Extensions.pdf is a list of research articles and books covering different perspectives on the use of Excel as well as relevant courses.